Notes
Today, Heidi engaged in the DREAM framework to begin goal setting. Our conversation surfaced several instructional considerations that have been developing as she has progressed through the course. Heidi currently has two students who remain stalled at Skill 7 within the phonics intervention. In addition to phonics instruction, these students have recently begun participating in the district fluency intervention, Fluency Partners.
Although fluency has been an area of interest for Heidi and her team, implementation of this intervention is managed by the building paraprofessional and is not an area where Heidi has direct instructional influence. Given this limitation, Heidi identified comprehension as a more actionable and impactful focus for her goal.
Heidi has completed Module 3 and, per district guidance, is now able to return to Module 2, which had previously been skipped. She expressed interest in exploring strategies within this module to increase text accessibility. This shift provides her with greater autonomy in instructional decision-making, including the selection of texts.
For her goal, Heidi is considering the use of co-construction strategies to support student access to text and improve comprehension outcomes. Next steps include identifying specific strategies to implement, determining how comprehension will be assessed, selecting students to target for the goal, and establishing a timeline for monitoring growth.
A follow-up coaching meeting is scheduled for Thursday next week to refine and finalize the goal.